Green Park Day Nursery

Inspection of Green Park Day Nursery Green Park, Stocks Lane, Penketh, Warrington, Cheshire WA5 2RW

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are warmly welcomed by friendly staff on their arrival to the nursery. They eagerly arrive, ready to start their day as they explore the activities on offer. Staff develop strong bonds and relationships with both children and their family. This enables children to settle with ease, demonstrating they feel happy and secure in this nurturing environment.

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The provision is good

Staff actively support children's safety, health and well-being. They teach children the importance of washing their hands before mealtimes. Staff have high expectations of children's behaviour. Children are encouraged to share and take turns and are reminded to use their manners. Staff are positive role models. As a result, children behave exceptionally well.

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The provision is good

Leaders and staff work together to create a unique and ambitious curriculum that aims to support children's individual progress. Regular assessments allow staff to plan activities to ensure that all children are prepared for their next stage in learning. For instance, staff support children's pre-writing skills well. Younger children develop their hand-eye coordination when posting objects into a box. Older children become engaged as they practise their fine motor skills as they explore using dough. All children make good progress from their starting points.

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need to do better?

n Children start to learn about healthy lifestyles. They enjoy healthy snacks and enjoy home-cooked and nutritionally balanced meals that are cooked by the nursery chef. Children have access to daily exercise and fresh air. Staff promote children's well-being and develop their physical skills with yoga sessions. Children enthusiastically join in, create poses and laugh as they try to balance, shouting out excitedly if they succeed. This supports children to develop healthy attitudes. n On the whole, support for communication and language is good. Staff place a high priority on developing all children's communication skills, including those who speak English as an additional language. Staff use books and rhymes to promote language and to broaden children's vocabulary and develop speech. For example, younger children remain focused when listening to their favourite story. They learn to say key words in their first language, helping them feel secure and

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need to do better?

understood. However, at times, staff do not give children the time they need to think and respond to the questions they ask. At these times, children's language skills are not fully supported. n Children are provided with experiences that they may not otherwise have access to at home. They learn about the world around them through a wide range of visits from the police, fire service and guide dog handlers. Children develop a

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need to do better?

16 May 2025 good understanding of the positive impact animals can have on helping others. They learn about the role of guide dogs to help people who are visually impaired. n Overall, teaching is good. Staff plan activities around children's interests and abilities. For example, staff support older children to recognise the difference between two-dimensional and three-dimensional shapes. However, staff's implementation of some planned group activities does not always promote or extend individual children's learning effectively. Occasionally, these group activities are too large for all children to be involved, and they sometimes lose focus and become distracted. Consequently, at times, children do not benefit fully from the intended learning. n Leaders highly regard the well-being of all staff. They ensure that their workload is managed well. Staff feel highly supported in fulfilling their roles. They say that

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need to do better?

working at the nursery is like being part of 'an extended family'. Leaders prioritise staff supervision and training, offering opportunities for professional development. For instance, recent language development training helps staff to support children more effectively and act swiftly on any emerging concerns. n Parents are very happy with the nursery. They commented on the excellent support they have received from the leaders and key workers while settling children in. Parents also spoke highly of the progress their children make, particularly with their increased independence. Parents feel supported, and staff have built excellent relationships with them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide children time to think and respond when engaging in conversations to help extend their communication skills further n support staff to adapt their organisation of planned activities so that children remain engaged and learning intentions are met.

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Setting details

Unique reference number EY272163 Local authority Warrington Inspection number 10392124 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 96 Number of children on roll 60 Name of registered person Abbeystore Limited

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reference number

Telephone number 01925 790222 Date of previous inspection 5 August 2019

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Information about this early years setting

Green Park Day Nursery registered in 2003 and is located in Penketh, Warrington. The nursery employs 16 members of childcare staff. All of whom hold appropriate early years qualifications, ranging from level 3 to level 6. The nursery opens Monday to Friday, from 7.30am until 6pm, closing for one week at Christmas and on bank holidays. The nursery offers government funded places for childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked about their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector talked to staff at appropriate times during the inspection and took into account their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and took account of their verbal and written views. n Leaders completed a joint observation with the inspector and evaluated children's learning together.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

16 May 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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